Using tablets and smartphones as experimental tools in the physics classroom: effects on learning and motivation

TL;DR

This study evaluates the use of mobile devices as experimental tools in high school physics classes, finding they are as effective as traditional methods for learning and motivation without causing distractions.

Contribution

It provides empirical evidence on the impact of mobile devices in real classroom settings, demonstrating their comparable effectiveness to conventional teaching methods.

Findings

Both groups showed large learning gains (Cohen d = 0.9).

No significant difference between mobile device use and traditional teaching.

No negative effects like distraction or overload observed.

Abstract

According to the literature, mobile devices as experimental tools (MDET) can offer educational benefits by creating authentic, real-life contexts for physics learning, enhancing student motivation through the use of familiar technology, and supporting cognitive processes by providing multiple representations of phenomena. However, concerns have been raised about potential distractions and cognitive overload. Regarding these conflicting perspectives, few empirical studies on the impact of MDET in real classroom settings of regular, full-length physics courses are available, focusing on a non-specialized high-school target group. We present a study of a mechanics course in such a new setting, addressing the tight curricular, material, and practical constraints inherent to it. A quasi experimental pre post design comparing a treatment group using MDET and a control group without (same content, lesson plan, and teachers) was used. The 19-week teaching sequence focused on conceptual learning and motivational outcomes, controlled by several predictor variables. Findings reveal substantial pre post learning gains for both groups (Cohen d = 0.9) and small gains for perceived relation to reality (d = 0.29). But no significant differences between treatments were found, indicating that MDET do not outperform conventional teaching under the given constraints. Moreover, no evidence of negative effects such as distraction or cognitive overload was observed, and little to no interactions with predictors such as gender or prior knowledge were found. In conclusion, MDET show considerable potential as an effective option for integrating technology into teaching, offering learning outcomes comparable to those of successful conventional teaching, but not better.